When George W. Bush looked for ways to cut spending in a budget chock-full of tax cuts for the rich, literacy programs were among the many low-income programs he targeted. While he has positioned himself as a champion for education, the President called for slashing these programs by almost two-thirds, from $569 million in 2005 to $207 million in 2006. Luckily, even the GOP-controlled Senate wouldn’t go along with this. Six Senate Republicans and an Independent joined all of the Democrats in March to approve an amendment offered by Ted Kennedy to restore $1.3 billion in funding for vocational education and $975 million for job training and adult literacy.
That vote, however, doesn’t end the debate. The House has yet to pass its budget, and in any case, budget legislation only establishes guidelines. In the appropriations process, these programs may again wind up on the chopping block.
But why would Bush look to defund programs aimed at remedying illiteracy? He defended his cuts by declaring that his Administration simply wants to eliminate programs that don’t work. Pointing to Even Start, a literacy program for low-income adults and children that he has proposed killing, Bush said, “I can’t think of anybody in the Congress who is not for helping low-income families become literate. The problem is that after three separate evaluations, it has become abundantly clear that [Even Start] is not succeeding. People are not becoming more literate.” Within days of Bush’s comment, the New York Times, the Los Angeles Times and the Associated Press ran pieces in which Scott Himelstein, chairman of the Even Start Association, vigorously challenged Bush’s assertion that the program was worthless.
After the wave of bad press following Bush’s proposal, Even Start may now survive. As Patty Sullivan, director of the nonprofit Center on Education Policy, notes, 2006 is a gubernatorial election year in thirty-six states, and few governors will want to be seen going along with cuts in an education program that partly serves children. Adult literacy programs, however, don’t have the same political support behind them and remain in danger.
Literacy programs for adults are more vulnerable, according to Sullivan, because many Americans feel that paying taxes for K-12 schooling is sufficient. Beth Cady, public information associate for the International Reading Association, suggests that adult education may not rate high among Americans who believe it mostly helps immigrants. But, Cady says, the key shared trait of participants in adult literacy classes is low income. “The people who are in these programs are scratching their way up,” she says. The United States has 28 million foreign-born residents, but immigrants learning English for the first time account for only one quarter of the more than 40 million Americans who demonstrate the lowest level of prose, document and quantitative proficiencies, according to the National Center for Education Statistics. When an American has low literacy skills, it’s almost certain that his or her parents did as well. This means that adult literacy programs are doubly effective, Cady points out: “As soon as a parent joins a literacy class, their child’s chances in the world go up. Not only will the parent serve as a good role model, they will be better able to help their child learn.”